CONTENTS Page No I. Preface 04 II. Executive Summary 05 1. Origins 06 2. Unique Features 07 3. SWOC Analysis 11 4. Looking into the future 15 III. Profile of the College 17 IV. Criteria-wise Reports 1. Criterion I Curricular Aspects 31 2. Criterion II Teaching Learning & Evaluation 53 3. Criterion III Research Consultancy & Extension 94 4. Criterion IV Infrastructure & Learning Resources 143 5. Criterion V Student Support & Progression 159 6. Criterion VI Governance Leadership & Management 180 7. Criterion VII Innovation & Best Practices 196 V. Evaluative Reports of the Departments 1. Department of English 212 2. Department of Telugu 222 3. Department of Hindi & Sanskrit 232 4. Department of Physics 241 5. Department of Chemistry 264 6. Department of Mathematics 273 7. Department of Statistics 280 2 P a g e
8. Department of Botany 287 9. Department of Zoology 304 10. Department of Biotechnology 314 11. Department of Microbiology 324 12. Department of Food Technology 332 13. Department of Computer Science 339 14. Department of Electronics 348 15. Department of Visual Communications 358 16. Department of Music Dance Animation Sound 368 17. Department of History 375 18. Department of Economics 383 19. Department of Political Science 391 20. Department of Commerce 398 21. Department of Business Administration 409 22. Department of Ethics & Religion 422 VI. Declaration VII. Certificate of Compliance 3 P a g e
PREFACE Higher education in India has recorded impressive growth since Independence. Andhra Loyola College (Autonomous) Vijayawada, Andhra Pradesh, by designing programmes and implementing various strategies in academic, administrative and financial functionalities, has contributed in no small measure to the growth and development of higher education in this part of the country. This has been done in keeping with constant commitment to all the stakeholders in delivering quality education fostering towards developing a competent human resource required for the social, economic and ethical development of the nation. Andhra Loyola College has fully realized that to survive, grow and develop in a highly competitive environment, it requires to focus on quality. Curricular innovations, state of the art infrastructure, outreach activities, teaching-learning methodologies, research and development, placement, innovative practices, student support activities and governance are some of the key areas of HEIs that serve as indicators of quality. So conscious efforts were made to sustain quality in these key areas. Andhra Loyola College has already been assessed and accredited twice by the National Assessment and Accreditation Council (NAAC) Bengaluru and as a part of its commitment to sustenance of quality the College now volunteers for the third cycle of accreditation by NAAC. (FR DR G A P KISHORE, SJ) PRINCIPAL (G. MATHEW SRIRANGAM) STEERING COMMITTEE COORDINATOR 4 P a g e
EXECUTIVE SUMMARY Andhra Loyola College was established in 1954 and is managed by the Loyola College Society, Guntur-Vijayawada. The 'Jesuits', who manage the institution, are members of an international religious order of Catholic Priests and Brothers known as "the Society of Jesus". It was founded by the soldier-saint, St. Ignatius of Loyola, with the aim of serving God and man. The Society of Jesus, otherwise known as 'the Jesuit order, carries out its mission chiefly through its educational institutions. There are more than 2000 such institutions established by the Society of Jesus throughout the world. The vision of Jesuit education is to form men and women of competence, conscience and compassionate commitment. Andhra Loyola College is one such educational institution founded by the Society of Jesus. It takes its name from the founder of the Jesuit Order, St. Ignatius of Loyola. The Jesuits who constitute the management of Andhra Loyola College draw their inspiration from the founder of their religious order, St. Ignatius Loyola. St. Ignatius cherished the vision of being a man of God and leading others to an understanding and service of God. He realized that ascetical practices and personal perfection alone was not enough but that men must seek their union with God by serving other men. In this way he hoped that the religious order he founded, the Society of Jesus, would realize its vision enshrined in its motto, Ad Majoreim Dei Gloriam (AMDG) for the greater glory of God. In keeping with this vision, the Jesuit management of Andhra Loyola College aims at forming men and women for others. The profile of the student who will pass out of the portals of this institution is portrayed in the document, "Characteristics of Jesuit Education - 2006", and the pedagogy for realizing these characteristics in practice is spelt out in the document, "The Ignatian Pedagogical Paradigm - 2000" 5 P a g e
ORIGINS In 1945, the idea of starting a good Catholic college in Andhra took shape in the mind of Rev. Ignatius Mummadi, Bishop of Guntur. In 1948, he went to Rome, met the Jesuit General in person and requested him to clear the proposal of starting a college in Andhra, and the clearance came from him in due course. Fr. Karanam Francis Devaiah, who was at Madras Loyola College, was deputed to pursue the matter in Andhra. In the summer of 1952, on 31st July, he came to Guntur to explore and find a suitable location for the college. On his first visit to Vijayawada, Fr. Devaiah met Sri. Yelamanchali Satyanarayana IPS, Sri. Katragadda Raghuramaiah and several others. Because of their relentless search, a single piece of land of 100 acres was acquired in Gunadala. Now things started moving fast. "Loyola College Society" was registered at Guntur on 30th June 1953 and an application for the affiliation of the college reached the Registrar of Andhra University on 21st October 1953. On 9th December 1953, the foundation stone of the college building was laid by Sri. C. M. Trivedi, the first Governor of Andhra Pradesh, and that of the first hostel by Sri. Gogineni Venkata Subbaiah Naidu. At last, Andhra Loyola College took shape, thanks to the generosity, largeheartedness, and vision of the people of the coastal districts of Andhra Pradesh. 6 P a g e
ANDHRA LOYOLA COLLEGE - UNIQUE FEATURES Excellence - enshrined in the Jesuit Charism, 'The Magis' - Ever Greater. Andhra Loyola College stands out from other educational institutions in Andhra Pradesh because of the following characteristics: A: VISION AND IDENTITY The Jesuits who manage Andhra Loyola College have a common vision and identity, as explained and offered in the landmark document of the Jesuit order - "Characteristics of Jesuit Education -2006". These characteristics are: 1. Integral and Total Formation 2. Personal Care 3. Value-Oriented 4. Faith Formation 5. Concern for Justice 6. Leadership in Service of the Poor 7. Excellence 8. Co-Responsibility 9. Ongoing Formation B. IGNATIAN PEDAGOGICAL PARADIGM The characteristics of Jesuit Education are realized in the classroom through an appropriate methodology called the Ignatian Pedagogical Paradigm (IPP). This helps incorporate values, principles, and guidelines, as spelt out in the characteristics, in actual classroom teaching. The IPP is a practical approach. There are five steps involved in the Ignatian Pedagogical Paradigm: Context Experience Reflection Action and Evaluation. C. HOLISTIC DEVELOPMENT Andhra Loyola College not only promotes academic excellence but also the holistic formation of the students. The co-curricular activities play an important role on the campus. From the very beginning, Loyola could boast of a number of playing fields - 7 P a g e
football, volley ball, cricket, athletics, a gymnasium with 8 workstations, an indoor stadium with three shuttle badminton courts, and concrete basketball courts. Apart from physical formation, Loyola also encourages active participation of students in various cultural activities. In this regard, the various departmental associations play an important role. The value formation of the students is an integral part of Jesuit education. Apart from the classes in value education and religious instruction, the very ethos of the college and role modeling of the teachers enable students imbibe the values of discipline, hard work, cooperation and team spirit, tolerance and acceptance of others and communal harmony. Jesuit education believes that faith formation is essential to the integral formation of students. "To be rooted in one's own faith and yet remain open to other faiths" has been the hallmark of Jesuit education, which seeks to foster inter-religious understanding among staff and students. D. COSMOPOLITAN AND SECULAR Andhra Loyola College has been very cosmopolitan and secular in its outlook from the very beginning. Even though Loyola College is primarily meant for Catholic students, it also caters to the needs of other students irrespective of religion, caste, community or creed. The College displays a special concern for students coming from the disturbed areas of the North-East and student refugees from Tibet. E. PREPONDERANTLY RESIDENTIAL From the very beginning, Andhra Loyola College has been preponderantly residential. The students reside in its four hostels - Gogineni Hostel, New Hostel, Xavier Hostel and Sanjeevan Hostel. Since most of the students from rural areas wanted to benefit from the quality education offered by Andhra Loyola College, hostel facilities became a necessity to cater to their needs. The hostels help promote the academic excellence of students because the Director and the Assistant Directors of each hostel teach in the college and carefully monitor the academic progress of the students. The hostel life is an education in itself. Without much effort, the students learn the values of discipline, punctuality and proper use of time, fellowship, tolerance, 8 P a g e
equality, justice and all those qualities which help and prepare them to be outstanding citizens of a democratic country. F. FOSTERING CO-RESPONSIBILITY The administration of Andhra Loyola College is known for its meaningful democratization by means of which authority is delegated with adequate responsibility. Committees have been formed to look into the various aspects of the college administration such as planning and evaluation, finance, infrastructural facilities, and academics. The co-responsibility is also reflected in the process of joint decision-making. Heads of the Departments are taken into confidence to decide on important issues. The Teaching and Non-teaching Staff Associations give the staff opportunity to participate in the administration by voicing their opinions with regard to policy matters and articulating their grievances. The Students Council comprising the secretaries of various associations meets periodically to give feedback to the Principal on academic and administrative matters. Periodical feedback is obtained from the parents as well. Thus, an on-going mechanism consisting of participative decision making, committees, associations and student council has been put in place to foster coresponsibility among the staff and students. To make this co-responsibility a reality, both staff and students are made to share the vision and objectives of the college through various orientation programmes and seminars. G. ROLE OF ALUMNI The Alumni Association has played an important part in the history of Andhra Loyola College from the very beginning. The Chapters of Loyola Alumni Association are found in other parts of the State and they form a part of the All-India Jesuit Alumni Association. Through frequent get-to-gethers and meetings, they keep themselves updated about the affairs of the college. They work for the development of the college and Fr. Devaiah Memorial Auditorium, built by the generous donations of the alumni, is a fitting memorial to the founder of the alma mater. Andhra Loyola College Alumni 9 P a g e
Association also launched the Golden Jubilee Project of starting a school for the poorest of the poor in our campus. There are 160 such children and 7 teachers to impart quality English-medium instruction and a maid to take care of the children. H. KALADARSHINI To promote integration between academics and culture, Kaladarshini, an institute of fine arts, was founded in 1990. It is affiliated to the Gandharva University of Fine Arts, Maharastra. Courses in music (vocal & instrumental) are offered at the institute. Every year a week-long cultural festival is conducted in November in which nearly 150 educational institutions compete with one another in various events of fine arts. Thus, the institution promotes cultural integration into academic life. In the year 2002, Andhra Loyola College volunteered itself for Assessment and Accreditation by NAAC and was accredited with A * * * *. Again in the year 2008, Andhra Loyola College was reaccredited with A grade with a CGPA of 3.65 out of 4.00 10 P a g e
SWOC ANALYSIS The Internal Quality Assurance Cell (IQAC) of the College conducted a SWOC Analysis of the College. The respondents include the various stakeholders students, parents, alumni, present faculty members and former faculty members and representatives of the Society. The IQAC of the College had series of meetings with the above stakeholders and recorded the views and statements addressing the following areas: Strengths: What are the strengths of Andhra Loyola College does well? Weaknesses: What are the top things that should improve? Opportunities: What could be the opportunities for Andhra Loyola College to take advantage of in the next five years? Challenges: What could adversely affect Andhra Loyola College? Priorities 1: What should Andhra Loyola College address immediately? Priorities 2: What should Andhra Loyola College preserve at all costs? Priorities 3: What future direction or decision should Andhra Loyola College avoid at all costs? Competitive Factors 1: What does Andhra Loyola College do better than other institutions of higher education in the area? Competitive Factors 2: What do other institutions of higher education in the area do better than Andhra Loyola College? The responses were analysed, synthesized and inferred by conducting deliberations with the faculty members and members of the management and the following SWOT Analysis was drafted. Strengths: The SWOC Analysis inferred the following as the strengths of the College. 1. Its zealous commitment and renowned contribution to the cause of Higher Education for the last 61 years 1. The reputation and good will it has in public 2. Quality and commitment of the faculty 3. 98 acres of own land in the name of the Society which runs the College 11 P a g e
4. A built-up area of 4.50 lakh sft 5. Autonomous College since 1988 6. College recognized as a College with Potential for Excellence 7. Quality of Instruction 8. Program Offerings 9. Semester System with Choice Based Credit System 10. Student Centeredness 11. Student Support Services 12. Leadership of the Management 13. Continuous Internal Assessment 14. Decentralization of Administration 15. Financial Management 16. Demonstrative, ingenuous and supportive alumni Weaknesses: The SWOC Analysis inferred the following as the weaknesses of the College. 1. Ban on recruitment for Govt. grant-in-aid vacancies. 2. Inadequate ability and motivation of students getting enrolled for general education with the mushrooming up of engineering colleges in the State. 3. Consultancy Services 4. Amplified employability of the students 5. Patents 6. Lack of financial resources for augmentation if infrastructural facilities 7. Collaborations with industry and other premier institutes 8. Implementation of new technologies Opportunities: The SWOC Analysis inferred the following as the opportunities for furthering the strengths of the college. 1. Introduction of 4-year Degree Programme with vocationalisation of the 4th year of study. 2. Workforce needs (capitalize on workforce demands for emerging industry programs; trained/skilled workers by existing/ incoming industries/companies) 3. Scope for increased enrolment leading to enhanced Internal Revenue Generation. 4. Technology (introduction of new technologies in teaching-learning process) 12 P a g e
5. Dual specializations 6. Increasing the scope of the present Continuous Learning Center to promote the access to drop-outs and to enhance life-long learning of the general public. 7. Earning of extra credits in employability courses 8. Partnerships with industry Challenges: The following factors are inferred that could adversely affect Andhra Loyola College in the future years - 1. Funding reductions 2. From curricular point of view misalignment of higher secondary education with collegiate education. 3. Student/citizen issues (poor preparation; illiteracy) 4. Competition from other higher education institutions 5. Faculty Retention 6. Prevailing capricious political situation Priorities 1: Andhra Loyola College should immediately address the following issues 1. Increasing of programme options by introducing vocational courses to augment the employability of the students 2. To fill up the gaps in the technology usage (augmentation of digital classrooms / effective usage of education technology / strengthening of the laboratories) 3. Professional training of the faculty 4. Technical skill development programmes for the students 5. Furthering the coordination of the curriculum with employment opportunities 6. Improving interaction with the industry 7. Enhancement of research and consultancy activities Priorities 2: Andhra Loyola College should preserve the following at all costs 1. Existing College Culture 2. Quality instruction 3. Focus on community needs 4. Mission and Values 5. Small size classes 13 P a g e
Priorities 3: What future direction or decision should Andhra Loyola College avoid at all costs? 1. Neglecting faculty quality 2. Neglecting its own values 3. Financial issues - Wasting funding; Reducing funding 4. Missing opportunities to get diversified in Higher Education 5. Resource generation Competitive Factors 1: What does Andhra Loyola College do better than other institutions of higher education in the area? 1. Diversified Programmes of study 2. Infrastructural facilities 3. Focusing on students learning outcomes 4. Student Support Services 5. Community Services Competitive Factors 2: What do other institutions of higher education in the area do better than Andhra Loyola College? 1. Financial Resources Conclusion: SWOC analysis made us realize the importance of the immediate concerns that the College needs to address such as Strengthening the curriculum by way of introducing more vocational component and increasing the employability of the passing out students. Improving the interaction with industry and enhancing action oriented research activities and consultancy services. 14 P a g e
POTENTIAL OF THE INSTITUTION Looking into the future As is obvious from the above self-study analysis, the college with its outstanding infrastructural facilities and committed and qualified staff and effective academic leadership provided by the management, is poised for growth and development in all directions. MASTER PLAN FOR INSTITUTIONAL GROWTH AND DEVELOPMENT IMMEDIATE CONCERNS The self-study analysis has made us aware that the following steps are to be taken in the near future for the betterment of the institution to make it function effectively in various aspects: 1. Curricular aspects: The college should introduce every year one inter-disciplinary course, which would be vocational and terminal in nature and which would give immediate placement opportunities to students. More relevant Postgraduate courses and Courses leading to Research Degrees are to be started with autonomous status. 2. Teaching-Learning and Evaluation The college should move gradually towards adopting 100% internal assessment. 3. Research, Consultancy and Extension Efforts are to be made to ensure that the research work undertaken by the faculty for their M.Phil and Ph.D., as well as minor research projects submitted to UGC has a social orientation. Efforts should be made to formalize the consultancy available in the college so that governmental and non-governmental agencies may approach us for various consultancy assignments. We could thereby generate income for the college, apart from being of service to the society. Promoting inter-disciplinary research among various Departments. 4. Infrastructure & Learning Resources There is an imperative need to construct a separate administrative block with fully automated facilities for office management. Wooden Courts in Indoor Stadium. 5. Student Support and Progression A comprehensive and computerized database of all our present students and alumni should be built up. 15 P a g e
CONCLUSION Andhra Loyola College, as it stands today, has witnessed monumental growth over a period of 54 years. Where there were rice fields and marshy lands, there stands today a great monument of learning and excellence. This College with Potential for Excellence should serve the state and the nation by blossoming into a deemed university to impart value oriented education to one and all, without sacrificing its relentless quest for quality enhancement and excellence. Education, by its very nature is transformative process, namely changing human persons, and through them, society and its structures. This activity of transformation is a spiritual, humanizing, and liberating activity and constitutes the core mission of education. In the knowledge society that is emerging, Quality Education serves as the gateway to the socio-cultural and economic development of persons and of the country. - Catholic Bishops Conference of India Document on Catholic Education. (2007) 16 P a g e
III. Profile of the College 1. Name and address of the College: Name: Andhra Loyola College (Autonomous) Address: Door No. 54-16-14, Polytechnic Post VIJAYAWADA 520 008 City: Vijayawada State: Andhra Pradesh Website: www.andhraloyolacollege.ac.in 2. For communication: Designation Name Telephon e with STD code Mobile Fax E- Mail ID Principal Rev Fr.Dr.G.A.P. O: 0866 2476082 9440136838 2474531 contactalc@g mail.com Kishore, SJ R: 0866 2476329 Vice Principal Rev Fr S.Melchoir SJ O: 0866 2481907 R: 0866 2476329 8500001172 2486084 smelsj@gmail.com Steering Committee Coordinator Mr.G. Mathew Srirangam O: 0866 2476082 R:0866 2493868 9490979796 srirangam_ma thew@yahoo. com 3. Status of the Autonomous College by management. i. Government ii. Private iii. Constituent College of the University Private 4. Name of University to which the College is Affiliated Krishna University, Machilipatnam 5. a. Date of establishment, prior to the grant of Autonomy (July 1954) b. Date of grant of Autonomy to the College by UGC: (October 1987) 17 P a g e
6. Type of institution: a. By Gender i. For Men ii. For Women iii. Co-education b. By shift i. Regular ii. Day iii. Evening c. Source of funding i. Government ii. Grant-in-aid iii. Self-financing iv. Any other (Please specify) 7. Is it a recognized minority institution? Yes Yes No If yes specify the minority status (Religious/linguistic/ any other) and provide documentary evidence. Religious 8. a. Details of UGC recognition: Under Section Date, Month & Year (dd-mm-yyyy) i. 2 (f) 07.12.1977 ii. 12 (B) 07.12.1977 Remarks (If any) (Enclose the Certificate of recognition u/s 2 (f) and 12 (B) of the UGC Act) 18 P a g e
b. Details of recognition/approval by statutory/regulatory bodies other than UGC (AICTE, NCTE, MCI, DCI, PCI, RCI etc.) Under Section/clause Day, Month and Year (dd-mm-yyyy) Validity Programme / institution i. AICTE 07.04.2015 2015-16 MBA Remarks ii. AICTE 07.04.2015 2015-16 MCA iii. iv. (Enclose the Certificate of recognition/approval) 9. Has the College been recognized a. By UGC as a College with Potential for Excellence (CPE)? Yes No If yes, date of recognition : 13.09.2004 b. For its contributions/performance by any other governmental agency? Yes No If yes, Name of the agency Commissionerate of Collegiate Education Govt. of AP and Date of recognition: 24/11/2015 10. Location of the campus and area: Location * Campus area in sq. mts or acres Gunadala, Vijayawada Urban 98 acres Built up area in sq. mts. 45024.83 (* Urban, Semi-urban, Rural, Tribal, Hilly Area, Any others specify) 19 P a g e
11. Does the College have the following facilities on the campus (Tick the available facility)? In case the College has an agreement with other agencies in using such facilities provide information on the facilities covered under the agreement. Auditorium/seminar complex Sports facilities play ground swimming pool gymnasium Hostel Boys hostels Girls hostels Residential facilities for teaching staff for non-teaching staff Cafeteria Health centre o First aid facility o Inpatient facility o Outpatient facility o ambulance facility o emergency care facility Health centre staff o Qualified doctor Full time Part-time o Qualified Nurse Full time Part-time Other facilities o Bank o ATM o post office o book shops Transport facilities for students for staff Power house Waste management facility 20 P a g e
12. Details of programmes offered by the institution: (Give data for current academic year 2015-16) Sl. N o. Programme Level Name of the Programme/ Course 1 UG B.A B.Com. B.Sc. BBA Durat ion Entry Qualifi cation 3 yrs Intermedia te Mediu m of instruct ion English Sanctione d/ approved Student intake 80 80 60/48/30 40 No. of students admitted 960 2 PG MCA MBA M.Sc., 3 Integrated Masters 3 yrs 2 yrs 2 yrs Degre e English 60 60 168 190 4 M.Phil. 5 Ph.D. 6 Integrated Ph.D. 7 Certificate 1. Food Technology 2. C programming 3. Web designing 4. Oracle 5. Hardware maintenance/c omputer networking 6. Multimedia 7. Journalism 8. English for Competitive Exms 9. Clinical Biology 10. Quantitative Aptitude 11. TV Production 12. Analytical 21 P a g e
8 Diploma - Aptitude 13. Soft skills and Personality Development 14. Telugu Performing Folk Art Forms 15. Green House Management 16.Informatio n Technology Application (CITA) 17. Tally Accounting Package 9 PG Diploma 10 Any other (please Specify) - - 13. Does the institution offer self-financed Programmes? Yes No If yes, how many? 13 (Thirteen) 14. Whether new programmes have been introduced during the last five years? Yes No If yes Number 07 22 P a g e
15. List the departments: ( Do not list facilities like library, Physical Education as departments unless these are teaching departments and offer programmes to students) Science Particulars Number Number of Students Under Graduate Post Graduate Research centre(s) 11 07 02 1657 254 Arts Under Graduate 06 281 Post Graduate centre(s) Research Commerce Under Graduate Post Graduate 04 01 562 110 centre(s) Research Any Other (please specify) Languages & Ethics & Religion Graduate Under 02 56 Graduate centre(s) Post Research 16. Are there any UG and/or PG programmes offered by the College, which are not covered under Autonomous status of UGC? Give details. PG Courses are not covered under Autonomous Status. 17. Number of Programmes offered under (Programme means a degree course like BA, MA, BSc, M Sc, B.Com etc.) a. annual system b. semester system 31 c. trimester system 23 P a g e
18. Number of Programmes with a. Choice Based Credit System 23 b. Inter/multidisciplinary approach c. Any other ( specify) 19. Unit Cost of Education (Unit cost = total annual recurring expenditure (actual) divided by total number of students enrolled) (a) including the salary component Rs. 38,276 (b) excluding the salary component Rs. 412 20. Does the College have a department of Teacher Education offering NCTE recognized degree programmes in Education? Yes No If yes, a. How many years of standing does the department have? years b. NCTE recognition details (if applicable) Notification No.: Date: (dd/mm/yyyy) c. Is the department opting for assessment and accreditation separately? Yes No 21. Does the College have a teaching department of Physical Education offering NCTE recognized degree programmes in Physical Education? Yes No If yes, a. How many years of standing does the department have? years b. NCTE recognition details (if applicable) Notification No.: Date: (dd/mm/yyyy) 24 P a g e
c. Is the department opting for assessment and accreditation separately? Yes No 22. Whether the College is offering professional programme? Yes No If yes, please enclose approval / recognition details issued by the statutory body governing the programme. MBA & MCA 23. Has the College been reviewed by any regulatory authority? If so, furnish a copy of the report and action taken there upon. As on 24.11.2015, out of 117 Aided Degree Colleges in the State of Andhra Pradesh, only 8 are graded with A grade based on Key Performance Indicators by the Department of Commissioner of Collegiate Education, Hyderabad. In Krishna District only Andhra Loyola College Vijayawada was awarded A grade. website address http://knowledgemission.ap.gov.in 24. Number of teaching and non-teaching positions in the College Positions Teaching faculty Nonteaching staff Technical staff Professor Associate Professor Assistant Professor *M *F *M *F *M *F *M *F *M *F Sanctioned by the State Government AIDED Teaching 10 0 43 4 22 00 00 00 Recruited - 57 Yet to recruit 0 Non-Teaching Recruited - 22 Yet to recruit 25 P a g e
Positions Teaching faculty Nonteaching staff Technical staff Sanctioned by the Management/Societ y or other authorized bodies Recruited 73 54 40 12 06 00 recruit Yet to *M-Male *F-Female 25. Qualifications of the teaching staff Highest Professor qualification Associate Professor Assistant Professor Total Male Female Male Female Male Female Permanent teachers D.Sc./D.Litt. Ph.D. 10 00 24 06 40 M.Phil. 00 00 21 09 30 PG 00 00 41 25 66 Temporary teachers Ph.D. M.Phil. PG Part-time teachers Ph.D. M.Phil. 26 P a g e
PG 26. Number of Visiting Faculty/ Guest Faculty engaged by the College. NIL 27. Students enrolled in the College during the current academic year, with the following details: Studen ts UG PG Integra ted Master s M.Phil. Ph.D. Integ rated Ph.D. D.Li tt./d. Sc. Cert ific ate Dip lom a PG Dipl oma M F M F M F M F M F M F M F M F M F M F From the state where the Colleg e is locate d 147 7 720 79 65 - - - - - - - - - - - - - - - - From other states of India NRI studen ts Foreig n studen ts 84 20 05 00 -- -- -- -- -- 02 -- -- 27 P a g e
Studen ts UG PG Integra ted Master s M.Phil. Ph.D. Integ rated Ph.D. D.Li tt./d. Sc. Cert ific ate Dip lom a PG Dipl oma M F M F M F M F M F M F M F M F M F M F Total 156 1 742 84 65 *M-Male F-Female 28. Dropout rate in UG and PG (average for the last two batches) UG 4% PG Nil 29. umber of working days during the last academic 2 2 4 year. 30. Number of teaching days during the last academic 1 8 0 year 31. Is the College registered as a study centre for offering distance education programmes for any University? Yes No If yes, provide the a. Name of the University b. Is it recognized by the Distance Education Council? Yes No c. Indicate the number of programmes offered. One 32. Provide Teacher-student ratio for each of the programme/course offered SI No. Name of the Course Strength Teachers Ratio BA 1 Economics.Politics & History. 60 8 2 Eco.Tel. Hist. 60 10 3 Eng.Lit.Pol.Hist. 60 15 4 Eco.Stat.Maths 60 24 5 Music, Dance 20 4 Pondicherry University 28 P a g e
6 Journalism 20 4 B.Sc 1 Math,Phy.Stat. 180 38 2 Phy.Math.Chem 360 45 3 Bot.Zool.Chem. 360 22 4 Maths.Phy. Comp.Sc. 180 40 5 Maths.Stat.Comp.Sc 300 30 6 Maths.Elect.Comp.Sc 150 28 7 VisCom.Comp.Sc. &Electronics 300 19 8 Biotech. M.Bio.Chem 90 17 9 Elect.Technology 90 5 10 Food Technology 90 3 11 Visual Effects 50 3 B.Com 1 General 240 11 2 B.Com., Comp. 180 11 3 B.Com. Professional 120 11 BBA 180 5 B.Voc 1 Paramedical & Hosp. Administration 2 Renewable Energy Management 100 3 100 2 33. Is the College applying for? Accréditation : Cycle 1 Cycle 2 Cycle 3 Cycle 4 Re-Assessment: 29 P a g e
34. Date of accreditation* (applicable for Cycle 2, Cycle 3, Cycle 4 and re-assessment only) Cycle 1: 15.05.2002 Accreditation outcome/results Four Star Level Cycle 2: 16.09.2008 - Accreditation outcome/results: A Grade (3.65/4.00) Cycle 3: (dd/mm/yyyy) Accreditation outcome/results * Kindly enclose copy of accreditation certificate(s) and peer team report(s) Cycle 1 refers to first accreditation; Cycle 2 and beyond refers to reaccreditation 35. a. Date of establishment of Internal Quality Assurance Cell (IQAC) 19/08/2005 b. Dates of submission of Annual Quality Assurance Reports (AQARs). (i) AQAR for year 2011 2012 on 25/08/2013 (ii) AQAR for year 2012-2103 on 06/01/2014 (iii) AQAR for year 2013-2014 on 12/08/2014 (iv) AQAR for year 2014-2015 on 17/02/2016 30 P a g e
CRITERION I: CURRICULAR ASPECTS 1.1 Curriculum Design and Development 1.1.1 How are the institutional vision/mission reflected in the academic programs of the College? Vision of the College: To impart higher education with integral formation that involves academic excellence, spiritual growth, social commitment, and valuebased leadership. Mission: Forming men and women for others and mould them as global citizens with competence, conscience, and compassionate commitment to the socially and economically marginalized sections. The Vision and Mission of the College are reflected in all the academic programs. The Mission of the institution is forming men and women with competence, conscience and compassionate commitment. The College has introduced the Choice-based Credit System (CBCS) in the academic year 2005 2006. The CBCS has equipped the College with the means to translate its goals and objectives into the academic programs of the College. Competence: This includes both academic excellence and technical expertise. In order to provide technical competence to students, along with the academic programs in B.Sc. (Bio-technology), B.Sc. (Visual Communication), and B.Sc. programs with Computer Science combinations, new programs of study like B.Sc. (Electronic Technology) and B.Sc. (Food Technology), B.Com (Professional), B.Com (Computers); Bachelor of Business Administration, B.A. (Animation with Visual Effects) and B.A. (Music/Dance (Classical) with Animation Design and Sound) introduced during the period of review are with the aim of making students technically competent. B.Sc. (Electronics Technology) envisages hands-on training in design and testing of Solid State Luminaries. B.Com (Professional) program is designed to create enhanced competencies of career positioning through corporate employment. B.Com (Computers) is aimed at producing commerce graduates with necessary computational accounting skills. B.A. (Music/Dance with Animation Design and Sound) is multi-disciplinary in nature aiming at creating artists who are also experts in animation and sound. To give impetus to Skill Development, the College has introduced two B.Voc. Programs, one in Renewable Energy Management and the other in Paramedical and Hospital Administration. The existing academic programs are enriched so as to increase the academic excellence of students. Under the CBCS, each department offers two Subject Electives (Special), with a view to enhancing the academic excellence of students by way of offering advanced topics in these electives. To cite a few examples: o Advanced papers such as Principles of Immunology and Principles of Biochemistry have been introduced as subject-based electives in the curriculum of the Department of Zoology. 31 P a g e
o The Department of Physics offers electives on Micro-processors and applications, General Instrumentation and Electronic Instrumentation. o The Department of Microbiology offers a Subject Elective (Special) in Environmental and Food Micro-biology. o The Department of Political Science offers an elective on International Relations. o The Department of Statistics offers electives in Operations Research and SQC and Numerical Analysis. To further the technical competence of final year students, two Subject Electives (Skill-based) are offered during the VI semester. Students are also required to undertake compulsory Project Work, relating their theoretical knowledge to practical exposure. To cite a few examples, o In the curriculum of the Dept. of Zoology, the elective, Clinical Biology enhances the employability of students in the area of medical lab technology. Another elective, Ornamental Fishery enhances the technical skills of students to get gainful employment in the field of ornamental fish culture marketing of aquaria, aquaria fish, etc. o To enhance the technical competence of their students, the Department of Commerce has incorporated Project Work related to Banking Operations, Studies on e-seva, Transport Systems, and Tax Planning. o The Department of Chemistry offers electives like Synthetic Organic Chemistry, Drug formulations and Pesticides, and Chemistry of Natural Products. o Department of Statistics offers an elective, Actuarial Science and Optimization Techniques. o To enhance the technical competence of its students, the Department of Zoology offers courses on Vermiculture and Apiculture. These enable students to take up a vocation in these areas. o The Department of Economics offers an elective on Computer Applications in Economics and International Trade to inculcate technical skills required for public financial institutions. o To enhance the technical competence of Special English students, the Department of English offers an elective on English for Competitive Examinations. o A general elective on Pharma Drug Marketing is being offered not only to students of Biology but to others also. This course provides the basics required for Professional Service Representatives in Pharmaceutical Industry. o Similarly, general electives like Food Technology, Home Crafts and Textile Technology, Travel and Tourism, Basic Electronics and Electricals equip students with technical skills. o The Department of Telugu offers electives on Journalism Genre and Literary Genre Desktop Publishing in Telugu to enhance the employability of students in the print media. o The Department of Visual Communication offers an elective on 32 P a g e
Scriptwriting to enable the students to get employed in the electronic media. o The Department of Bio-technology introduced a paper in Bio-informatics and Bio-statistics to increase the technical competency of students in the emerging field of bio-informatics. o The papers on Practical Auditing Financial Services, Insurance and Banking, and Computerized Financial Accounting offered in the B.Com course are meant for enhancing the technical competencies of students of Commerce. Conscience: The College lays emphasis on inculcating values in students through its Value Education Course taught by the Department of Ethics and Religion. It is integrated into the Foundation Courses under the CBCS. A pass in this course is mandatory for students to be eligible for the award of Degree. A course on Contemporary India is made compulsory for all the first-year students as part of the Foundation Courses. This course exposes students to the rich and varied traditions and cultures of our Country and infuses social values pertaining to the present-day society. Similarly, a compulsory course on Science Technology and Development is part of the Foundation Course, which instills a scientific temperament in the young minds, removing superstitions. It also enables them to remain humane and civilized citizens in the midst of rapid technological advances, which focus more on machine than on man. To infuse values into the student community through academic programs, special courses on Community and Social Medicine are introduced in the academic curriculum of the Department of Zoology. This paper sensitizes the students to drug addiction, alcoholism, and sexually-transmitted diseases. The course on Visual Communication not only prepares technically competent media professionals but professionals with social conscience by including papers on Human Communication and Psychological Foundation, Media Culture and Society, Media Laws and Ethics. Compassionate Commitment: The goals of the institution are also reflected in the extension activities of the College. ALERT Andhra Loyola Extension for Rural Transformation - the specifically-designated program of the College introduced with the objective of extending the classrooms into the neighborhood takes care of infusing compassionate commitment and conscience in students. ALANA - Andhra Loyola Assistance for Neighborhood Advancement - an extension service and community-based empowerment program introduced from the academic year 2012-2013 for our first year Degree students is part of the College Golden Jubilee initiative. The individual departments are also geared towards infusing social values into students through their academic programs. The Department of Chemistry introduced Project Works on topics like analysis of milk, water, ghee, oil, etc., for their nutritive value and adulterants and pesticide residues in vegetables etc., which infuse social concern in students. Students are sensitized towards their 33 P a g e
moral responsibilities and to transform their theoretical knowledge into practical application towards social justice. To inculcate compassionate commitment and concern for others, the academic program offers a compulsory course in Environmental Biology which deals with the importance of nature, the maladies of nature, conservation of nature, and biodiversity. It is made mandatory for all students. The Department of Hindi has introduced a major drama, Ashok Kaa Shok focusing on the historic attitudinal change that took place in King Ashoka after the Kalinga War. The values of this drama are in alignment with the goals of the institution conscience and compassionate commitment. The Department of Telugu has introduced major lessons on topics dealing with the issues of women and dalits in order to sensitize students and make them sympathetic towards these vulnerable sections of the society. The Department of Bio-technology has a paper on Agricultural and Environmental Bio-technology which infuses values of crop farming and environmental degradation and remedies provided through Bio-technology. 1.1.2 Describe the mechanism used in the design and development of the curriculum? Give details on the process. (Need Assessment, Feedback, etc) Essential Considerations for Curriculum Development in ALC: Issue/problem/need is identified (issue what), Characteristics and needs of learners (target audience who), Changes intended in learners (intended outcomes/objectives what the learners will be able to do), Important and relevant content (what), Methods to accomplish intended outcomes (how), Evaluation strategies for methods, content, and intended outcomes (What works?). Some more considerations in Curriculum Development by ALC: We are in the information age: the explosion of information through modern technology has brought about new challenges in the provision of higher education. While designing the curricula, the College considers whether the Curriculum encourages active adoption of innovative approaches of curricula design that are aimed at equipping learners with the necessary skills to access and manage knowledge rather than just assimilate knowledge. The College aims at developing curriculum that provides a base for a broad and all round education that integrates academic excellence, humanistic education, and entrepreneurial training. 34 P a g e
Analysis of the surrounding educational environment is a key feature of curriculum development by the College. Before a program is designed, the needs of the learners and society are ascertained. Reviewing processes is made part of the curriculum plan in order to accommodate new ideas and knowledge. Such changes should be informed by innovations in learning and teaching technologies as well as advancements in a particular subject or discipline. In the development of curricula, faculties specify clearly the aims as well as the learning outcomes of the program. This will facilitate the identification of specific outcomes for various courses and modules in the program. The learning outcomes are aligned to assessment and should include knowledge and understanding of the subject, cognitive skills, core professional skills as well as personal attitude and generic skills. Curricula are made learner-centered and describe content, skills to be mastered, teaching methods and learning activities, forms of assessment, course texts and other teaching materials. The Curriculum plan requires learners to undergo two types of attachment/internship as an integral part of their study program at the College: community attachment, to provide students with an opportunity to learn as they serve and industrial internship to provide students with the opportunity to learn as they work. All graduate curricula require learners to undertake Project Work and write a dissertation or thesis as part of the study program. After the curriculum is developed by the concerned department, looking into the above-listed considerations, it will be presented to the Board of Studies for approval. The Board of Studies is constituted not only with the faculty of the department and external experts but also with representatives of the industry and meritorious alumni/ae. The curriculum is thoroughly discussed. With the modifications suggested by the industrial experts and other experts, it will be recommended for ratification by the Academic Council along with business case plan which will be discussed in the Academic Council and ratified. And the curriculum comes into force. 1.1.3 How does the College involve industry, research bodies, and civil society in the curriculum design and development process? How did the College benefit through the involvement of the stakeholders? The Boards of Studies which approve the curricula have representatives from the industry, research bodies, and meritorious alumni/ae. They get actively involved in the discussions in the design and development of the curriculum. Hence the curriculum designed by the College meets the requirements of the industry. The suggestions and comments of the alumni/ae that are pursuing their higher degrees will cater to the smooth transition for the vertical mobility of the learners. To cite an example as to how the College benefited through the involvement of stakeholders is the introduction of the B.Sc. program (Electronic Technology). The initial thought of introducing this course occurred in the deliberations of the Board of 35 P a g e
Studies of Electronics, wherein a member from Efftronics Ltd, a leading electronics designing firm of repute, mooted the idea which was later formalized with the active involvement of that industrial house. Similar is the case with B.Voc. (Renewable Energy Management) course which was designed and developed with the help of the representatives from the industry and those of Dept. of Non-Conventional Energy. 1.1.4 How are the following aspects ensured through curriculum design and development? Employability Innovation Research Employability: To enhance the employability of students, two B.Voc. Programs are introduced from the academic year 2014 2015: one in Renewable Energy Management and the other in Paramedical and Hospital Administration. The courses on Visual Communication, Food Technology, Bio-technology, Animation and Visual Effects, etc., are also geared to the employability of students. The curriculum is so designed that all the courses are functionally relevant and application-oriented so that employability of the learners is ensured. This aspect has been very much strengthened with the introduction of the CBCS from the academic year 2005 2006. Under the CBCS, there are Subject Electives (Special), Skill-based Electives, and General Electives which ensure employability of students. The Subject Electives (Special) expose students to a higher level of learning in that particular subject and try to meet the requirements of the industry. Skill-based electives focus on imparting technical skills and General Electives orient students towards a multi-disciplinary approach and these general electives are career-oriented, add-on courses. To cite a few examples: The Subject Electives (Special) of the Department of Zoology, Principles of Immunology and Principles of Bio-chemistry focus on imparting knowledge in advanced topics and enable students to get gainful employment in diagnostic laboratories. The curriculum of Department of Microbiology ensures employability of students through applied papers such as Industrial Microbiology, Agricultural Microbiology, and Environmental Microbiology. In the above papers, students learn and practice various microbiological procedures or methods such as sanitary analysis of water, fermentation to obtain useful products (wine preparations, enzymes, antibodies, etc.), analysis of soil samples microbiologically to know its fertility, preparation of bio-fertilizers, etc., which will ensure our students in 36 P a g e
grabbing opportunities in areas such as water plants, pharmaceutical productions, quality management and control, agro-based companies, research and various other industries. The Department of Botany introduced a special paper Horticulture. Students are trained in different techniques for their future employment, i.e. in Bonsai, Landscaping, Nursery management, etc. Students of Biology also get benefited by other papers such as Food Microbiology in which they learn and practice micro-biological analysis of various food samples, preparation of fermented milk products using microorganisms. Utilizing these courses, they can get placed in star hotels, food processing units, food quality control units, dairy industries, etc. Similarly, the Subject Electives (Special), of the Department of Chemistry include Synthetic Organic Chemistry and Chemistry of Natural Products imparting advanced knowledge in specialty areas of the subject. The skill-based electives of the Department of Zoology, Ornamental Fishery imparts employability skills to students in the field of aquaculture and the elective Clinical biology ensures employability in medical and diagnostic centers. The skill-based electives of the Department of Mathematics, Operations Research and Numerical Analysis and Discrete Mathematics focus on employability of students. The Department of Physics is offering four skill based electives: Microprocessors, Computer Graphics Electronic Devices and General Instrumentation. All of them are geared towards developing skills among students for gainful employment. Employability skills are also provided through the General Electives. General Electives offered under CBCS 1 Food Technology 9 2 Basics of Financial Accountancy 10 3 Web Designing 11 4 Data Base Management System (Oracle) 12 5 English for Competitive Exams 13 General Studies with Current Affairs Pharma Drug Marketing Principles of Marketing Every day Physics in life Home Crafts & Textiles 6 Spoken English 14 Herbal Medicine 7 Analytical aptitude 15 Script writing 8 Quantitative Techniques 16 Food Supply Chain Marketing Similarly, the curriculum of the Department of Commerce ensures the employability of the students by offering courses on Accounting Packages. 37 P a g e